1. Theories of Development IP&T 301

2. First grade map

3. Third grade map

4. Sixth grade map

5. Compare & Discuss

6. Jean Piaget Cognitive Constructivism –What might this mean? –What are some of Piaget’s assumptions? –According to Piaget, is learning more individual or social? –What are schemes and what role do they play in learning?

7. Process of Equilibration Disequilibrium AssimilationAccommodation Equilibrium

8. Piaget’s Stages of Development Sensorimotor (0-2) Preoperational (2-7) Concrete Operational (7-11) Formal Operational (12+)

9. Current Thought Criticisms? How do we implement Piaget in the classroom? – focus on process, allow students to make connections – active involvement, use of manipulatives – awareness of individual differences – awareness of schemes, assim/accom

10. Piaget Presentation

11. Lev Vygotsky Social Constructivism –What does this mean? –What are some of Piaget’s assumptions? –How does Vygotsky’s theory differ from Piaget’s?

12. The role of society Socio-cultural learning Guided Participation Apprenticeship Peer interaction

13. Zone of Proximal Development (ZPD) Next Level Of Development Current Level Of Development Zone of Proximal Development

14. How do we know? How do we know where a child’s ZPD is? –Tasks they can do with assistance –Worksheet

15. Scaffolding What kinds of scaffolding do parents use to help children develop new skills? What kinds of scaffolding can we provide in the classroom?

16. Implementation How do we implement Vygotsky in the classroom? –Mixed-ability grouping –Challenging tasks –Questioning, discussion –Self-instructions

17. Vygotsky Presentation

18. Erikson’s Psychosocial Crises Uh…what?

19. Erikson’s Stages Trust v. Mistrust (infancy) Autonomy v. Doubt (toddler) Initiative v. Guilt (preschool) Industry v. Inferiority (elementary) Identity v. Role confusion (adolescence) Intimacy v. Isolation (young adulthood) Generativity v. Stagnation (middle age) Integrity v. Despair (retirement)

20. Show me!

21. Implications School plays a central role Allow freedom, encourage experimentation Emphasize strengths Support effort

22. Kohlberg’s Moral Development Developing moral reasoning Moral dilemmas cause disequilibrium

23. Kohlberg’s Stages Preconventional –Punishment-avoidance and obedience –Exchange of favors Conventional –Good boy/good girl –Law and order Postconventional –Social contract –Universal ethical principle

24. How can we identify? Class discussions Look for motivations Practice – CD exercise

25. Implications Weave discussions of justice and moral issues into lessons, particularly classroom events Foster greater awareness of own and others’ feelings, social responsibilities, and ethical choices Provide a framework of expected behavior Discuss, “What if…?”, Allow cooperative groups to create their own rules

26. Assignments Extra credit opportunity Read Ch. 9 (pg. 298-328) Read Ch. 4 (pg. 102-118) Reading Quiz #2 Presentations: –Skinner –Gardner